A call to action for librarians: Countering conspiracy theories in the age of QAnon

Librarians empower learners to become discerning citizens through a set of diverse skills and literacies. To cultivate critical thinkers, librarians continue to build innovative practices, even as technology rapidly evolves. However, the pervasiveness of misinformation and disinformation, most recently seen in the conspiratorial worldviews of QAnon, challenges librarians to center critical thinking in their information literacy praxis. In this article, we provide a concise overview of QAnon and the problems that contemporary internet conspiracy theories like it pose. We offer an epistemological shift for information literacy, from heuristics to mindsets and behaviors, drawing on disciplines external to librarianship. Finally, we consider the role that emotions play in the promotion and spread of conspiracism. Equipping librarians with a better understanding of conspiracy thinking and the tools to counter it will in turn empower the next generation of critical thinkers

Engaging Crisis: Immersive, Interdisciplinary Learning in Mathematics and Rhetoric

This paper describes an interdisciplinary activity that crosses over between Mathematics and Rhetoric. The professors who created this activity both sought active-learning opportunities for their students, a sense of realism--even urgency--in what can otherwise be perceived as abstract material, and a meaningful liberal arts experience. Evidence of the power of this experience is seen in the media coverage, both from our college and from the Portland Press Herald newspaper. Both courses described in this paper are at the elective level, taken by majors or minors in their respective disciplines. Students have moderate to extensive backgrounds in their subject areas. However, adapted versions of our activity could involve students at more introductory levels

Putting the Framework for Visual Literacy in Higher Education into Practice

During this workshop, the presenters will provide ideas for application, adaptation, and modification of the Framework for Visual Literacy in Higher Education as well as examples of activities, instructional materials, and techniques for one-on-one and small group consultations. Participants will be guided through pedagogical reflection and instructional design using the Framework's four themes. Facilitators will also provide a range of topic ideas related to each theme around which participants can brainstorm. Ultimately, each participant will walk away with concrete ideas for how to incorporate the Framework for Visual Literacy in their own institutional context. This workshop is appropriate for information professionals who work in architecture, art, design, museum education, or broader visual culture, with a focus on higher education settings

EFFECTS OF KAATSU TRAINING ON UPPER EXTREMITY SIZE AND STRENGTH

poster abstractConventional resistance training involves lifting heavy loads (~70% max-imal strength), which can be poorly tolerated or contraindicated in many clinical populations. KAATSU training is a novel training mode from Japan that combines muscle blood flow restriction with low load lifting (~20% max-imal strength). The purpose of this study was to investigate the effects of a KAATSU training program on upper extremity size and strength. Forty healthy subjects ages 18 to 30 were divided into exercise (EX) or control (CON) groups. Subjects reported to the laboratory three times per week for eight weeks. The EX group performed 3 sets of 15 repetitions of unilateral bicep curls and triceps extensions lifting loads equivalent to 20% of their predetermined maximal strength while wearing a pneumatic cuff to restrict blood flow on one arm (CUFF) and nothing on the other (NCUFF). The CON group did not perform any exercises but wore the cuff on one arm for a time comparable to the EX group. CUFF and NCUFF arms were randomly as-signed. Strength, girth, skin folds and tomography scans were taken pre-, during, and post-eight weeks. In the EX group, bicep curl (17.4% +4.1% and 18.7% +4.9%) and triceps extension (15.8% +3.4% and 10.7% +2.7%) strength increased significantly over the 8-week period for both the CUFF and NCUFF arms, respectively. No significant differences in strength occurred between the CUFF and NCUFF arms within the group. No strength changes were noted in the CON group for the CUFF and NCUFF arms. Arm girth and muscle cross-sectional area (mCSA) increased significantly in the EX subjects compared to the CON subjects, however no significant differ-ences were found when within group comparisons were made between the CUFF and NCUFF arms. This study indicates that KAATSU training can in-crease muscle strength and mCSA

KAATSU TRAINING: PERCEPTIONS AND COMPLIANCE TO AN UPPER ARM EXERCISE PROGRAM

poster abstractKAATSU training is a novel Japanese training mode involving low load (~20% maximal strength) weightlifting combined with blood flow restriction to the muscles. Little is known about the sensations experienced during KAATSU training and whether clients will tolerate it. The purpose of this study was to assess perceived sensations, exertion rates, and compliance to an upper arm KAATSU training program. Forty healthy subjects ages 18 to 30 were divided into exercise (EX) or control (CON) groups. Subjects report-ed to the laboratory three times per week for eight weeks. The EX group performed 3 sets of 15 repetitions of unilateral bicep curls and triceps exten-sions lifting loads equivalent to 20% of their predetermined maximal strength while wearing a pneumatic cuff on one arm (CUFF) and nothing on the other (NCUFF). The CON group did not perform any exercises but wore the cuff on one arm for a time comparable to the EX group. CUFF and NCUFF arms were randomly assigned. Sensations (burning, aching, pressure, pins & needles) and perceived exertion were assessed using visual analog scales that included emotions and verbal cues. Compliance (percentage of subjects completing the pre- and post-testing) and adherence (percentage of ses-sions completed) were tracked to provide an indication of training tolerance. Compliance was 85.4% and 97% for the EX and CON groups, respectively. EX subjects completed 85.4% of their workouts while controls attended 90.4% of their sessions. The prominent sensation reported in the CUFF arm was pressure (moderate; 3.2 +0.6) followed by aching (weak; 1.7 +0.4). Ratings of perceived exertion were higher for the CUFF (3.2 +1.0, 5.1 +1.8, and 7.0 +2.5) versus NCUFF (1.5 +0.3, 2.4 +0.3, and 3.3 +0.4) arm for sets 1, 2, and 3, respectively. KAATSU training is well tolerated by those performing it and a viable alternative to conventional resistance exercise

The Student Advice Recommender Agent: SARA

Abstract: SARA, the Student Advice Recommender Agent is a system somewhat like an early alert system, where predictive models of learners' success combined with incremental data on learners' activity in a course can be used to identify students in academic distress. With SARA, rather than give alerts to academic advisors or professors, we provide personalized advice directly to students. An advice string -"A note from SARA" is prepared for each student every week in a semester-long course. The system attempts to direct students to appropriate learning supports and resources according to their individual needs. We have observed a significant year over year improvement in unadjusted student grades after the SARA's advice recommender was implemented in a 1200-student freshman STEM course

Protocol for the development of guidance for stakeholder engagement in health and healthcare guideline development and implementation

Stakeholder engagement has become widely accepted as a necessary component of guideline development and implementation. While frameworks for developing guidelines express the need for those potentially affected by guideline recommendations to be involved in their development, there is a lack of consensus on how this should be done in practice. Further, there is a lack of guidance on how to equitably and meaningfully engage multiple stakeholders. We aim to develop guidance for the meaningful and equitable engagement of multiple stakeholders in guideline development and implementation. METHODS: This will be a multi-stage project. The first stage is to conduct a series of four systematic reviews. These will (1) describe existing guidance and methods for stakeholder engagement in guideline development and implementation, (2) characterize barriers and facilitators to stakeholder engagement in guideline development and implementation, (3) explore the impact of stakeholder engagement on guideline development and implementation, and (4) identify issues related to conflicts of interest when engaging multiple stakeholders in guideline development and implementation. DISCUSSION: We will collaborate with our multiple and diverse stakeholders to develop guidance for multi-stakeholder engagement in guideline development and implementation. We will use the results of the systematic reviews to develop a candidate list of draft guidance recommendations and will seek broad feedback on the draft guidance via an online survey of guideline developers and external stakeholders. An invited group of representatives from all stakeholder groups will discuss the results of the survey at a consensus meeting which will inform the development of the final guidance papers. Our overall goal is to improve the development of guidelines through meaningful and equitable multi-stakeholder engagement, and subsequently to improve health outcomes and reduce inequities in health